Presentation on theme: "Chapter 4: Reinforcing Effort and Providing Recognition"— Presentation transcript:
1Chapter 4: Reinforcing Effort and Providing Recognition
2Achievement Ability Effort Other People Luck Classroom activity: Have pair groups discuss how the 4 items would relate to increased student achievement. Have them rank them from most helpful to least and invite discussion.
3Research & Theory on Effort (pg. 50) Bernard Weiner, psychologist (1972, 1983)Popularized belief that effort enhances achievement.Th
4Research & Theory on Effort (pg. 50) Covington (1983) and Harter (1980)Research on importance of effort.Effort is a motivational tool that can apply to any situation.
5Effort Not all students realize the importance of effort. Studies demonstrate that some students are not aware that effort has a direct effect on success relative to task.(Seligman, 1990, 1994; Urdan, Midgley, & Anderman 1998).Obvious to adults, not to kidsTeachers must explain and exemplify effort.
6Effort Students can learn to change their beliefs on effort. Demonstrating added effort will pay off in terms of achievement (Craske, 1985; Wilson & Linville, 1982)Students taught relationship between effort and achievement increased achievement more that those taught time management and comprehension of new material (Van Overwalle & DeMetsenaere 1990).
7Teaching EffortTeach and exemplify the connection between effort and achievement.Personal examplesFamous peopleFamiliar Stories
8Personal Examples Family Friend Childhood experience Former student Famous PeopleThink, Pair, ShareTNT on personal experiences for the group – 3 minutes
9Famous People “Rudy” Notre Dame football walk on Overcame his size through effort and hard workWe could play the “Rudy” video – 3 minutes, have a slide of Abbott pitching and Walton?
10Jim AbbottMLB pitcher born with one arm Threw a no-hitter for the Yankees in 1993
11Sam Walton Business man and entrepreneur Built Wal-Mart into an international corporation
12Familiar Stories The Little Engine That Could Obvious… The Photographic ElephantStory of an elephant that wanted to be a photographer and despite everyone telling him elephant’s can’t take pictures he works hard to make his dreams come true.Bobby the Mountain ClimberBobby failed to climb a snowy mount 30 times before finally making it to the top through perseverance and effort.
14Praise and reward as forms of recognition Studies p.54 Intrinsic motivationDeci paid college students to solve problems.Found that the students that were paid spent less time on the puzzles during free time than did the experimental group that was motivated strictly on intrinsic motivation.Deci indicated that students that are already intrinsically motivated to complete a task and are then given an extrinsic motivation will then have a decrease in intrinsic motivation.
15Research pKohn 1973 – said the rewards decreased intrinsic motivationLepper, Greene, and Nisbett 1973 – study indicated that reward decreased intrinsic motivationMorine-Dershimer – 1982 praise for easy tasks undermines students actual ability.
16Mark Morgan 1984, Wiersma 1992, Cameron and Pierce 1994, p.55 Indicated that when you looked at all research rewards can have either undermining or enhancing effects depending on circumstances.Wiersma 1992, Cameron and Pierce 1994 p.55Indicated that rewards work when based on a standardsCameron and Pierce 1994 p.56Verbal rewards (positive feedback) work no matter how the study is being measured
17Conclusion of Research Think recognizing student effort to changerecognizing specific tasks that students are accomplishing.useful when given in the form of positive feedbackStay away from tangible items (money and candy) if possible
18Classroom p.58-59 Personalize praise “Pause, Prompt, and Praise Pause Use when students are engaged in a demanding activityAsk students to stop workingAsk students why the task is difficultPromptGive specific feedback to the taskRecommended to use rubricsPraiseWhen student implements the staff suggestions.Make sure you choose your words wisely by knowing your students
19Concrete Symbols of Recognition Give tangiblesSpecificgoalsTasksaccomplishmentsPBIS
20Keeping Track of Effort and Achievement (pg. 52) Students can see the connection between effort and achievementHave students keep track periodicallyIf students reflect on it, it can heighten awarenessRubric for beach drawing
22Research and Theory on Goal Setting Goal setting is the process of establishing a direction for learning (Marzano, 2001, pg. 93).
23Instructional goals narrow what students focus on (pg. 94). If a teacher sets a goal, students understand less than if a specific goal were not set.Setting a goal focuses on students’ attention that they do not get information related to the goal.
24Instructional goals should not be too specific (pg. 94). Instructional goals stated in general formats produce higher effective learning.Mager’s Preparing Instructional Objectives explains 3 characteristics:Performance-states what the learner is expected to be able to doConditions- describes any conditionsCriterion-acceptable performance
25Students should be encouraged to personalize the teacher’s goals (pg Teachers should establish classroom goals, but students should be encouraged to adapt to personal needs and desires.This is why goals shouldn’t be too specific.Students identify goals they will learn, but will contract for their grade (Kahle & Kelly, 1994, Miller & Kelly, 1994, Vollmer, 1995).
26Classroom Practice in Goal Setting Specific but flexible goalsGoal: To understand how each of the main organs work individually and also as a system.I know that _____________.I want to know more about __________.Contracts-Gives students flexibility and control over their learning.
27Research and Theory on Providing Feedback Teachers provide student with feedback relative to how they are doing. (Marzano, 2001).“The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback.’” (Hattie, 1992).
28TNTWhat does feedback look like? Think of a time when you received feedback. What does it look, sound, and feel like?Think for 1 minute aloneNotate for 1 minuteTalk for 1 minute with partner
29Feedback should be “corrective” in nature Provides students with what they are doing correct and not correct.Telling students that answers on a test are right or wrong has a negative effect on achievement.The best feedback involves an explanation.
30Feedback should be timely Feedback given immediately after a test is best.The more the delay, the less improvement.Giving a test immediately after a learning situation is less effective than giving it after one day.
31Feedback should be specific to a criterion For feedback to be most useful, it should reference a specific target of a skill.Also called criterion-referenced feedback.More effective on learning that norm-referenced feedback (compares students with other students).
32Students can effectively provide some of their own feedback Teachers are not the only ones to give feedback, students can monitor their own progress (Trammel, Schloss, & Alper, 1994).Students can keep track of performance (Lindsley, 1972).Students can keep a chart of accuracy and/or speed while learning a new skill.
33Types of feedbackRubricsSpecific notesStudent-led